ORCID Profile
0000-0003-3468-4837
Current Organisation
University of Economics Ho Chi Minh City
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Publisher: Elsevier BV
Date: 07-2021
Publisher: IGI Global
Date: 17-03-2023
Publisher: CRC Press
Date: 29-11-2021
Publisher: Canadian Center of Science and Education
Date: 14-07-2016
DOI: 10.5539/IJEL.V6N4P96
Abstract: Project 2020 aims at developing in-service primary school EFL teachers’ profession in Vietnam. This current study investigates in-service teachers’ and administrators’ opinions of different aspects of the project by analyzing their responses to the questionnaire and interviews. Findings show that they are generally in a moderate agreement with aspects of the in-service training program however, they are concerned about management, training model, and materials and resources. They also want to be given more time to practice and exchange opinions. Their satisfaction with the course greatly depends on the course content. Recommendations are made for future retraining courses.
Publisher: Elsevier BV
Date: 10-2021
Publisher: CMV Verlag
Date: 12-2022
DOI: 10.52547/LRR.13.5.16
Publisher: Elsevier BV
Date: 09-2022
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Equinox Publishing
Date: 07-08-2023
DOI: 10.1558/SOLS.23759
Abstract: Sociolinguistic variation and language acquisition across the lifespanAnna Ghimenton, Aurélie Nardy, and Jean-Pierre Chevrot (eds) (2021)Amsterdam and Philadelphia: John Benjamins. Pp 319ISBN: 9789027209078 (hbk)ISBN: 9789027259752 (eBook)
Publisher: John Benjamins Publishing Company
Date: 29-09-2022
Publisher: Ani Publishing and Consulting Company
Date: 03-04-2019
Publisher: Springer International Publishing
Date: 2022
Publisher: National Research University, Higher School of Economics (HSE)
Date: 30-09-2020
Abstract: This paper aims to make a critical discussion of Dogme ELT, an innovative pedagogy in English language teaching first developed by Thornbury (2000). This paper first provides a comprehensive review of second language acquisition and pedagogical theories as well as post-methods era perspectives in English language teaching. After that, the authors discuss different aspects of Dogme ELT and figure out the room for Dogme ELT in English language teaching in the post-methods era. Dogme ELT is rooted in a conglomerate of compatible theories in second language learning and teaching. The most noticeable perspective may be that the language teachers should not rely mainly on prescribed coursebooks, but teach design tasks based on learners’ problems and interests. There should be more studies on various aspects of Dogme ELT, although it satisfies most, if not all, basic principles in English language teaching theoretically. The authors also figure out gaps in research and recommendations for English language teachers and learners.
Publisher: Springer Nature Singapore
Date: 2023
Publisher: National Research University, Higher School of Economics (HSE)
Date: 30-09-2020
Publisher: Springer International Publishing
Date: 2022
Publisher: Modestum Publishing Ltd
Date: 03-07-2018
Publisher: Springer Singapore
Date: 30-07-2022
Publisher: Penerbit Universiti Kebangsaan Malaysia (UKM Press)
Date: 26-06-2019
Publisher: SAGE Publications
Date: 07-2022
DOI: 10.1177/21582440221126993
Abstract: As part of a larger project, this study explores Vietnamese college students’ use and concepts of cohesive devices in writing. Cohesion is a crucial element that ties components of a text together. Although the use of cohesive devices in L2 writing has been investigated by a large body of research, there is no such study exploring the effects of L2 learners’ misconceptions of this word class. One hundred sixty-eight academic reports of totally 67,400 words written by Vietnamese final-year English-majored undergraduate students were collected for data analysis. An email invitation was sent, and 23 students accepted to participate in semi-structured interviews which were audio-recorded for analysis. The findings showed that the students employed references, conjunctions, and lexical items the most frequently in writing. Interestingly, the students’ cohesion use and errors had similar patterns. The transcript analysis showed that the students’ misconceptions of some language items and writing requirements affected their choice of cohesive devices. The current study gives implications for teaching and learning of this word class in L2 contexts.
Publisher: SAGE Publications
Date: 2023
DOI: 10.1177/21582440231153076
Abstract: Effective teaching of English for Occupational Purposes (EOP) is considered to enhance workers’ performance, efficacy, and professional development. Thus, what students and teachers believe to lead to effective EOP teaching is worth exploring. This study set out to compare students’ and teachers’ beliefs about effective EOP teaching. It employed a sequential mixed-methods design with a questionnaire initially administered to 306 voluntary participants, including 108 teachers and 198 sophomore and junior students who participated in teaching and learning EOP. Subsequently, semi-structured interviews with 30 voluntary participants selected from the first stage s le were conducted. The findings showed that students and teachers generally indicated their high agreement with communicative language teaching strategies in EOP. However, discrepancies were found in most observed factors of EOP teaching, including language skills, communicative language teaching, content and language integrated learning, and assessment, except technology integration. From the findings, it is suggested that both EOP students and teachers should be informed of what constitutes effective EOP teaching.
Publisher: Springer Nature Switzerland
Date: 2023
Publisher: Penerbit Universiti Kebangsaan Malaysia (UKM Press)
Date: 29-11-2017
Publisher: Springer Science and Business Media LLC
Date: 15-08-2023
Publisher: National Research University, Higher School of Economics (HSE)
Date: 31-03-2019
DOI: 10.17323/2411-7390-2019-5-1-98-102
Abstract: This paper attempts to make an argument for meaningful learning as an essential factor in the teaching of English as a foreign language. Meaningful learning rests its theories against cognitive processing. While contemporary literature shows knowledge of language in general is essential for second language use, this research is mainly concerned with ways of improving students’ language use. It has proved that meaningful learning facilitates the retention of knowledge as it makes learners organize their knowledge logically. In the classroom, the teacher should offer activities that relate the new input to learners’ existing knowledge, for which cognitive engagement is required. In English language teaching, it is important for teachers to know that learner-centeredness should be applied because they are the ones who process knowledge. This paper begins with an overview of different approaches of foreign language teaching, then presents theories in which meaningful learning is grounded and rooted. The discussion of how one’s knowledge of a first language is essential for foreign language learning is given prior to giving implications of meaningful learning in the Vietnamese context.
Publisher: Ani Publishing and Consulting Company
Date: 03-2018
Publisher: IGI Global
Date: 2021
DOI: 10.4018/978-1-7998-6508-7.CH017
Abstract: A vast body of research encourages the teaching of literature in language education to improve learners' language competencies because literature is found rich in language features, contexts, and cultural instances. Even though previous research studies investigated second language writing (SLW) from different perspectives, they are inadequate in investigating ways of integrating writing into literature courses. For this purpose, this qualitative research involved five Afghan English as a Foreign Language (EFL) teachers with experience in integrating writing into literature courses in colleges. In addition, the study aimed to explore Afghan EFL teachers' reflections on integrating writing activities into literature courses. The results show that these teachers mainly suffered from workload, tight schedules, and shortage of relevant materials. While the challenges faced by the teachers reflected the local contexts, the advantages of reconciling writing with literature are perceived, and global pedagogical recommendations are made based on the findings of this study.
Publisher: Science Publishing Group
Date: 2014
Publisher: Frontiers Media SA
Date: 20-08-2021
DOI: 10.3389/FPSYG.2021.739842
Abstract: Recent studies have sought to describe and understand English as a second/foreign language (ESL/EFL) teachers’ pronunciation teaching practices in different contexts, but much less research has examined how teachers and learners perceive pronunciation instruction at tertiary level, especially in EFL settings. The qualitative study reported in this paper extends this line of research by investigating the beliefs of teachers and learners with regard to pronunciation instruction in tertiary EFL education in Vietnam. Data were collected from in idual semi-structured interviews with six EFL teachers and focus group interviews with 24 students (four students per group) at a Vietnamese university. The study adopted a content-based approach to qualitative data analysis. The findings show that both the teachers and students considered pronunciation instruction an important component in tertiary EFL programs, which deserves explicit and systematic delivery. The findings suggest that both groups of participants believed communicative pronunciation teaching to have the potential to improve learners’ pronunciation and facilitate their general communicative purposes. The study has implications for language curriculum design and L2 pronunciation teaching and learning.
Publisher: Equinox Publishing
Date: 20-12-2021
DOI: 10.1558/SOLS.10545
Abstract: Language Learning and Teaching in a Multilingual World Marie-Françoise Narcy-Combes, Jean-Paul Narcy-Combes, Julie McAllister, Malory Leclère and Grégory Miras (2019) Bristol: Multilingual Matters. Pp. 224 ISBN: 9781788922975 (hbk) ISBN: 9781788927611 (pbk) ISBN: 9781788922982 (ebook pdf) ISBN: 9781788922999 (ebook epub)
Publisher: Inderscience Publishers
Date: 2022
Publisher: Walter de Gruyter GmbH
Date: 14-07-2022
Abstract: This study compares L2 classroom assessment practices related to learning motivation in a high-performing grammar school and middle-range regular school to find the characteristics of L2 classroom assessment that promote learning motivation. First, we observed how four L2 teachers assessed eight seventh-grade classes at the two schools (four classes per school). Then, we administered questionnaires to the students in these eight classes to investigate the correlation between classroom assessment and learning motivation. Finally, we conducted semi-structured interviews with the four teachers (each teacher in charge of two classes) and 10 randomly stratified students to interpret such a relationship. Quantitative data were projected into SPSS 25 for analysis, and qualitative data were analyzed thematically. The results showed that it was not the frequency but the characteristics of assessment that fostered learning motivation. The results suggest including assessment techniques to enhance learning motivation in Vietnamese L2 teacher education programs.
Publisher: Penerbit Universiti Kebangsaan Malaysia (UKM Press)
Date: 29-06-2021
Publisher: Elsevier BV
Date: 03-2023
Publisher: Modestum Publishing Ltd
Date: 03-04-2018
Publisher: Springer Science and Business Media LLC
Date: 13-02-2023
DOI: 10.1186/S40468-023-00220-W
Abstract: This study investigates Vietnamese university EFL teachers’ and students’ beliefs and teachers’ practices regarding classroom assessment. Data were collected from a questionnaire administered to 455 participants (104 teachers and 351 students), interviews with nine teachers and twelve students, and 18 observations of 90-min lessons in five universities in Vietnam. In general, the teachers were aware of all assessment types in the current literature. They dominantly used interactive scaffolding and performance assessment. They also denoted some contextual factors as barriers to their assessment practices, leading to their seeming negligence of other classroom assessment types in their practices. The students preferred formative assessment and some assessment tasks (e.g., group work), while the teachers believed that summative assessment could engage students in learning and associated performance assessment with a summative assessment. Implications for L2 classroom assessment practices are discussed.
No related grants have been discovered for Hung Phu Bui.